Inspired by the book flood studies, the project aimed at providing more input to a group of high school French learners in the U. S. since they rarely have the opportunity to read a coherent text or to see language used in context. Twenty-one high school students in the U. S., having studied French for two years in middle school, participated in an experiment where they were guided to read stories in French for twenty minutes each day, twice a week, for three months. Materials used included simplified stories as well as children’s stories for native French speakers. Pre- and post-study questionnaires were used to see if the experiment had an impact. The results showed that although there was no significant improvement in terms of reading rate or vocabulary size, students showed improvement in pronunciation, and they reported being more confident in their reading ability, and more motivated to read.